Sustainer Guide The National Review of Knowledge and Skills for Elementary Teachers Index Introduction ................................................. ................. ................................. .............. 3 Paragraph 1.

Overview of the National Review of Knowledge and Skills Teachers ............................... ......... ................................ Purpose ............................. ................... 4 .................................................. ....... ....... Features ................................................ 4 ............ ...................................... ...... 5 Structure of the National Review of Knowledge and Skills for Elementary Teachers ............................... ....... ............................... 6 References ........................... ..................... .................................................. ....... ..... 9 Type of questions contained in the review .............................. ............ .................. 13 Paragraph 2. Recommendations for the study .. ............................................ ............. 14 Paragraph 3. To ta ke the test .............................................. ..................... .... Enrollment ................................................ 15 ............ ...................................... ........... Requirements ................ ................................ 15 ............................................ ...... ........... 16 On test day ............................................. .................................................. ... 16 Arrive at the venue an d access to the site of application ....................................... .... ....... 17 General instructions for the review ................................. ........... ..................... 18 aspects to be taken into account the sustai ner ......................................... ...... 18 Paragraph 4. Test Result s ............................................... ............................ W ho qualifies examination 20 ............................................. ...... ..................................... 20 How the test is scored ................ ............................ ........................................ 20 How wil l know the results ........................................... ................. ........... 21 What use can give results ....................................... .. .......................... 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Presentation This Guide provides useful and important information to those who hold the Natio nal Examination of Knowledge and Skills Teachers. It gives out the main features of the present review, the contents are evaluated, the type of questions that w ill integrate, how they should proceed during the session of examination and oth er aspects of interest. It is designed to guide the sustainer in everything that contributes to achieving optimal performance on the test. His careful reading w ill enable the sustainer familiar with the procedures associated with the implem entation of the review, which is to avoid any mishap. The guide is organized int o four sections that develop in logical order, various aspects of the evaluation to be carried out for national examinations. Point 1 shows the importance of th is evaluation, its purposes, characteristics, structure and type of exam questio ns, and bibliography. Paragraph 2 considers issues related to recommendations fo r the study. Paragraph 3 refers to aspects of the presentation of the review, bo th for entry to the day of implementation. Paragraph 4 addresses the issue of qu alification, performance and use. For the bearing construction are advised to wa tch carefully the Guide, to guide the review of issues-based study herein, and a lso turn to the literature. 3 of 22

Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Paragraph 1. Overview of the National Review of Knowledge and Skills Teachers Purposes of National Examinations Secretariat of Public Education (SEP) and the National Union of Education Workers (SNTE) signed the Alliance for Quality Educa tion (ACE) to promote the transformation of the national education system. This alliance aims, among other things: "Ensuring that those who run the education sy stem, schools and those who teach our children to be properly selected ...." In this context,€established that the teaching posts are allocated through national competition. For the 2008-2009 school year was agreed to implement a transition al arrangement bilaterally monitored by the SEP and the SNTE, and from the 20092010 school year dictamination call and the competitions would be conducted by a n independent evaluation body federalist character . A Working Group was integra ted with representation from the states and an independent technical body with s pecialists appointed by each state to implement a proposal to the National Compe tition Places Allocation Teachers 2009. Both bodies have developed, reviewed and approved all the necessary tools in the selection process for the allocation of places for teachers during the 2009-2010 school year. This call is fulfilling t he commitments in the ACE, to promote the systematization of the selection proce ss for the allocation of places for teachers entering the education system, with criteria of equity, transparency and accountability. 4 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Characteristics of National Tests National Tests are aimed at all candidates to enter the teaching service, whether graduates of teacher training schools and co lleges across the country considered in the call and in the technical annexes or While in-service teachers. Are standardized tests: have fixed rules of design, development, implementation and qualification, the sustainer tests your knowledg e to respond to various situations in the classroom or school, on educational ma terials that support their work and understanding of current approaches to teach ing or school management and mastery of the content taught or required to run a school. Are selection and its purpose is to elect the best candidates to fill th e teaching vacancies. Are graded according to the standard, which allows you to compare the result obtained by the sustainer with the group that submitted the r eview. They are of medium sensitivity to formal training on the one hand there a re basic elements pertaining to basic education programs and, on the other, are learning processes acquired by teachers in their daily practice. They are multip le choice or responsive each question is accompanied by four answer choices, of which only one is correct and three distractors. They consist of 80 reagents. Th e examination may contain additional reagents, in order to evaluate the statisti cal behavior of the same. Note that these reagents will not be considered for qu alifying. The geographical coverage of the national test is applied once a year. 5 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Structure of the National Review of Knowledge and Skills for Elementary Teachers The assessment includes four areas and nine sub-areas, which are described belo w: AREA

DESCRIPTION Subarea DESCRIPTION Refer the domain of the purposes at three levels: general primary education, gen eral for each subject and each respective grade and approaches them. Refer disci plinary knowledge of each subject and grade of primary education, organization o f content in each program and the sequence and relationship between the content in a subject, between subjects, at a level and between grades. Refer teaching st rategies and sequences consistent with the purposes, approaches and levels of th e subjects of primary education, as well as the characteristics and learning nee ds of children. Refers to the correlation between the planning of teaching and l earning of children, the relationship between the elements of the planning and u se of resources to support its development, as well as the type, time, tools and techniques of assessment and use its results to improve teaching quality. Domain approaches and purposes of curriculum content knowledge refers to the pur poses, approaches and contents of the subjects of primary education. Organizatio n and mastery of content Teaching Strategies Teaching skills Relates the elements and characteristics of the planning of teaching strategies and instructional sequences that promote learning Planning and Assessment 6 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA AREA DESCRIPTION Subarea DESCRIPTION Concerns the ways through which they seek, find and use information as well as t he recognition, understanding, structuring and use of different types of texts. Refer to the solution of school problems and everyday life, through identificati on, approach and analysis. Concerns the philosophical foundations, legal and org anizational form the regulatory framework of the Mexican educational system. Ref ers to the ethical principles, reflected in values, the second link in their pra ctice to provide quality education with equity, relevance, appropriateness, effe ctiveness and efficiency. Refers to the elements of climate, school culture and the decisions that govern the relationship between management, staff, students a nd parents. It also involves the planning of school activities, organization of education, the guidelines for participating in teamwork and building school proj ects for achieving shared educational goals. Specific intellectual skills Refer the search strategy, structure and use information of various kinds, as we ll as to address and resolve problem situations.

Use of Information Troubleshooting Legal Duties of the teaching profession ethical implications of being and teaching activities Regulations, management and teaching ethics Refers to the ethical principles that the teacher incorporates the foundations a ccording to philosophical, legal and organizational Mexican educational system t o provide quality education, the functioning of schools, the organizational stru cture, the elements of climate and school culture and decision making for achiev ing shared educational goals. School management 7 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Next, the structure of the test: AREAS SUB-AREAS REAGENTS FOR Subarea Domain approaches and purposes of curriculum content 9 Organization and mastery of content Teaching Strategies 11 11 9 9 11 8 Planning and evaluating teaching skills Use of information Intellectual skills s pecific regulatory Troubleshooting Duties of the Teaching Profession Standards, ethical management and ethical implications of being teachers and school teachin g activities Total Management 6 June 1980 8 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Bibliography Domain of curriculum content SEP (1993). Plan programs and primary education, Mexico, 162 p. SEP (1994). File educational activities. Spanish. First through sixth grades SEP (1994). File di dactic activities. Math. First through sixth grades SEP (1995). Paper for the te acher. Geography. Fourth through sixth grades SEP (1995). Paper for the teacher.

Geography, history and civics. Third through sixth grade, Mexico, SEP (1995). P aper for the teacher. History. Fourth through sixth grades SEP (1997). Progress program for each grade, Mexico, SEP (1998). Paper for the teacher. Natural Scien ces. Third through sixth grades SEP (2008). Comprehensive program of civic and e thical education for primary education, Mexico Teaching skills Aebli, Hans (1998). Twelve basic forms of teaching, Madrid Candela, Antonia (199 5). Science Teaching, Vol. 14, Barcelona, Institute of Education Sciences at the Autonomous University of Barcelona Casanova, Maria Antonia (1 998). Educational evaluation. Basic School, Mexico, Spanish Cooperation / SEP (Library of normali en) Cohen, H. Dorothy (1997). How children learn, Mexico, SEP (Library of normal ) Gvirtz, Silvina and Mariano Palamidessi (1998). The ABC of the teaching task: curriculum and teaching, Argentina, Aique Hernandez, J. (1998). Motor clumsiness , a model for curriculum adaptation, Barcelona / EE. UU. 9 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Lou, M.A. and M. Lopez (1998). Psycho-pedagogical Bases of Special Education, Ma drid, Narcea Pyramid Monereo, Carles (1998). Strategies for teaching and learnin g, Mexico, SEP (Library of normal) Puigdellivol, Ignasi (1996). Schedule classro om and curricular alignment. The treatment of diversity, Barcelona, Graó, 133 p. Saint-Onge, Michel (2000). I explain but they ...€Learning "?, Mexico, SEP (Lib rary of normal). SEP (1994). Teaching Activities File. Spanish, first through si xth grades SEP (1994). Teaching Activities File. Math. First through sixth grade s SEP (1995). Paper for the teacher. Geography. Fourth through sixth grades SEP (1995). Paper for the teacher. Geography, history and civics. Third through sixt h grades SEP (1995). Paper for the teacher. History. Fourth through sixth grades SEP (1998). Paper for the teacher. Natural Sciences. Third through sixth grades Zabala Videla, Antonio (1998). Educational practice. Teaching, Barcelona, Graó Specific intellectual skills Cassany, Daniel (1993). The kitchen of writing, Barcelona, Anagrama Diaz Barriga , Frida (2005). Teaching strategies for meaningful learning, Mexico, MacGraw-Hil l, 465 p. Manen, Max (1998). The touch in teaching. The meaning of pedagogical s ensitivity, Cambridge, Polity Press, pp. Porlan 159-214, Rafael (1993). Journal of the teacher. A resource for research in the classroom, Sevilla, Diada Donald Schön, A. (1998). The reflective practitioner, how professionals think when acti ng, Cambridge, Polity Press Serafini, M. Teresa (1997). How to write a topic, Me xico, Paidós Serafini, M. Teresa (1997). How to write. Mexico, Paidós Serafini, M. Teresa (1997). How to study. Mexico, Polity Press 10 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Solé, Isabel (1997). Reading strategies, Barcelona, Grao, pp. 17-19 Regulations, management and teaching ethics Antúnez, Serafin (1999). "The participation of families in the project managemen t," in Transforming our school. Year 2, no. April, June, Mexico, SEP, pp. 7 and 11. Buxarrais, Maria Rosa et al. (1997). Moral education in primary and secondar y. Mexico, Spanish Cooperation / SEP (Library of normal), pp. 75-85. Constitutio n of the United Mexican States. Arts. 3rd and 31, Fracc. 1 and 130. Frondizi Bis ieri (1995). "What are values?" In What are values? An introduction to axiology. 3rd ed. Mexico, FCE (Breviarios, 135) pp. 11-23. General Law of Education. Mexi

co, 1993. Martín Martínez, Miquel (1998). "Educational Project, values education and moral development" in the moral contract for teachers. Conditions for a new school. Bilbao, Desclée De Brouwer, pp, 76-109. Perrenoud, Philippe (2004). Ten new skills to teach. Mexico, SEP (BAM). Ramirez, Raymond R. (2000). "For a new public school" Transform our school. DGIE / SEP, Year III No. 5, June, Mexico, p p 6, 7 and 10. Rockwell, Elsie (1985). Being a teacher, teaching labor studies. Mexico, Ediciones El Caballito / SEP, pp. 103-108. Samman, Pam et al. (1998). Ke y characteristics of effective schools. Mexico, SEP (BAM). Savater, Fernando (19 98). Ethics for Amador, Mexico, SEP, BAM, pp. 17-33 and 67-81. Schmelkes, Sylvia (2000). The quality of education and school management. SEP, stopping first nat ional course directors of primary education. Readings, Mexico. pp. 125-134. SEP (2004). Preschool Program 2004. Mexico, pp.9-17. SEP (2005). Internal Regulation of the SEP, January 21, 2005. Mexico. SEP (2006). Curriculum 2006, High. Mexico , pp. 5-8. SEP. Secretarial Agreement 384, Mexico. SEP. Code of Ethics. Mexico. 11 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA SEP. Education Sector Program 2007-2012. Mexico. 12 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Type of questions contained in the examination The examination questions are for mulated with different levels of complexity. Each question or reagent can be pre sented in different formats and includes all instruction and information necessa ry to resolve them, besides the response options identified under subparagraphs A), B), C) or D) of the only one is correct. 1. Direct questioning is an interro gative statement, a direct statement on a specific content or a phrase that need s to be completed in its final part. 2. Hierarchy or order is a list of items th at must be managed according to a criterion. 3. Complete sentences are sentences in which omitted a word or words in different parts of the text. 4. List of col umns are two lists of elements to be linked together according to certain criter ia to be specified in the instructions of the reagent. 5. Choice of elements in this format presents a question€statement or affirmation, followed by several el ements that respond to or characterized, but not all elements are part of the co rrect answer, hence the sustainer must select only those that correspond to esta blished criteria. 13 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Examples of test reagents is one of the purposes of teaching the mathematics in the second grade. A) Solve problems of multiplication and division with two digi t numbers using conventional B) use informal procedures of addition and subtract ion with whole numbers up to four digits C) Use unconventional procedures to sol ve multiplication and division with numbers of two Figures D) Solve problems inv olving addition and subtraction with two-digit whole numbers using informal proc edures correct option (C) Select the option that contains the correct relationsh ip between the two columns, to express the aims of history teaching. Purpose 1. Rate 2. Contribute 3. Add support a) the study of a specific culture or period b ) The great works of art and aspects of everyday life c) To stimulate interest a nd appreciation for the past d) The study of specific issues concerning

A) B) C) D) 1b, 2a, 3c 1b, 2c, 3a 1d, 2a, 3b, 1d, 2c, 3b Correct option (B) 14 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Section 2. Recommendations for the study to access the different literature sour ces proposed in this Guide, you can: Attend Teacher Centers closest to your home (http://formacioncontinua.sep.gob in the league. mx / index.php? opti on = com_wrapper & view = wrapper & Itemid = 82 can see the different directions ). Consult the different materials in the Continuing Education website (http://f ormacioncontinua.sep.gob.mx/). Browse online materials for all levels of educati on, which is the website of the Directorate General of Educational Materials (ht tp://basica.sep.gob.mx/dgme/start.php?act=matlinea). See all materials in the we bsite of the Directorate General of Curriculum Development for both secondary an d primary (http://basica.sep.gob.mx/dgdc/sitio/start.php?act=programas). See all materials in the website of the normal network (http://normalista.ilce.edu.mx/n ormalista/index.htm). Paragraph 3. To take the test Registration To register for the contest, it is required pre-register on the web site www.concursonacionalalianza.org and get your registration form. The pre-reg istration period is from Monday July 27 to Sunday August 2, 2009. The National R egistration System-Information SNRI-prompted for the CURP and where appropriate, provide a link for viewing or process it. This data will be the key to his reco rd and also to see your results. The system will require information on the type of place to which it aspires, general data, educational and other requirements requested by the state. In the case of applicants to the call of Teachers in Ser vice, the information of the education system to which it belongs, the school wh ere he works, his specialty, etc. In the case of applicants to the call for new revenue generation, education, school was formed, the type of place to which it aspires. We recommend you have this information available when you make your pre -registration online. 15 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA You must log on only one job type bankrupt, and where appropriate, to a single f ederalized education system or state-level education and modality. In some entit ies, the system will allow the applicant the option to choose the venue nearest to register your address and the date and time to be submitted. If eligible, the system will print a "pre-registration form" with general data, date and place o f location of the headquarters to make registration and documents to be submitte d. If the type of place to which it aspires not considered in the contest or did not meet the criteria required by the entity as a technical annex, the National Register of information will give you a "statement of rejection" stating the re asons. The registration period is from Wednesday 29 July to Friday 9 August.€Wit h pre-registration form, an official photo identification (voter, professional c ertificate or passport) and three child-size photos, go to the relevant seat at the time and date designated herein. Requirements To register for the examinatio n must be presented at the headquarters of record the following: Tit le, professional certificate or record of professional examination in accordance

with the requirements of the square the contest. Proof of studies with grade po int average. Military records released (men). Unique Key Population Registration (CURP). Official identification (voter registration card or passport). Other do cuments required by technical annex. The technical annexes may be found at the following address: www.concursonaciona lalianza.org and headquarters for registration. On test day tests will be applie d simultaneously across the country to which it is necessary that the applicant is presented with the Review tab and official photo identification. 16 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA The National Review of Knowledge and Skills Teachers apply simultaneously throug hout the country on Sunday, August 16, 2009, at 11:00 pm Central Time, 09:00 am Pacific time and 10:00 hours time Gulf. After this time, there will be no sustai ning access to the Headquarters of Implementation. The applicant must be submitt ed with the form review and official photo identification. The time for resolvin g the national exam is two hours and thirty minutes. The venues for implementati on by state and Federal District shall consult in www.concursonacionalalianza.or g Arrival at the venue and access to the site of application by the venue that was assigned to support the review, the date and time indicated on the Review tab. To access the exam, before starting the session, you are prompted to review your record, along with an official photo identification and signature in order to v erify your identity. There will be a record attendance in a form intended for th is purpose. It is important to verify that your name is well written and to sign their entry into the space provided. Based on the attendance register will info rm the physical place it deserves, to be occupied throughout the test. Listen ca refully to the instructions of the applicator, it will provide information about the beginning and the end of the examination and other important instructions. The primary mission of the applicator is to lead the examination session and gui de bearing construction. Please clarify with the applicator any questions about the procedure. Once you have received instructions shall begin its consideration , it is important not to try to get ahead, then it should be clear about the ins tructions you mention the applicator. 17, 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA General indications for the test Before the test resolution, the applicator will give detailed instructions for filling of documents, as well as to answer speci fic examination. Make sure that you fully understand each and every one of the i nstructions and, if necessary, ask the applicator anyone who is not clear. The s ession is led by the applicator and he will be responsible for compliance with t he procedure established for that purpose. It is essential that as a sustainer a ddress the indications and collaborate to achieve a proper environment inside an d outside the application space, allowing optimal development and evaluation in terms of equity. It is very important to pay special attention when finished ans wering the examination to verify that data is correct and complete. Aspects to be taken into account previously sustainer suggest visiting the seat for the exam in order to provide for any misadventure that affects your arrival. Please note to be submitted an hour before the start of the examination. If you have any disability or other condition it considers that during the implementat

ion of the review would require some kind of conditioning of space or special co nsideration, please report it to take, as far as possible, the necessary provisi ons in the host application. Try to rest the day before the test. Eat healthy fo ods, and sufficient light. Porte a clock€note that you can not use the alarm dur ing the test. Bring No. 2 pencil or 2 1 / 2, white rubber and sharpener, are ess ential for the test. Remember to take your official photo identification and sig nature, as it is indispensable. Be sure to take the examination form obtained wh en you registered. 18 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Be sure to bring the equipment strictly necessary for the resolution of the test . Remember you are not allowed to use materials and equipment. Not allowed the u se of cellular, computer, PDA, pager and palm. Wear comfortable clothes. These a re the minimum conditions and the mode of operation during the conduct of their examination. Although some recommendations may seem elementary, it is considered appropriate that to improve performance and accelerate their participation. Not e that specific information on the review is contained in the corresponding call . 19 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA Paragraph 4. Test Results Who qualifies the Test Directorate General for Policy Evaluation, through electronic means and CENEVAL monitoring and of Transparencia Mexicana and a Notary Public, is responsible for reading and scoring of answer sheets used for National Examinations, with stringent security measures to ensur e the transparency of their performance each sustaining. How the test is graded Judging is done in four stages, which are described below: a) Optical scanning. At the conclusion of the implementation of the examination, answer sheets will f ocus on a national headquarters to be processed through an optical reader. b) Ve rification of the template. In reading the file runs the program to verify Itema no key errors. c) Rating. Through a program created expressly to qualify unanim ously approved by the Authority as an Independent Evaluation Federalist is the u se of a dual process that considers as input the availability of places and sust aining the results of each review and rate square in the competition. For more i nformation about this method of accreditation, see page www.concursonacionalalia nza.org d) Review of scores. Listings are printed to compare the allocation of s cores by sustainer and, if correct, should shape the preliminary files for the s tates. e) Results. Scores are obtained by partial and global assessment area for each sustainer, in the following performance levels: "Acceptable. -Requires Aca demic Equalization. "Not Acceptable (30% correct or less) the sustaining the lev el of performance is not acceptable, may not be employed during 2009-10. 20 of 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA In case of tie, the overall results of the National Review of Knowledge and Skil ls Teachers, to be considered: First criterion: The score obtained on each of th e domains or areas in the following order: Intellectual skills specific doma in of curriculum content Skills Teaching Standards, ethical management and t eaching Second criterion: The average obtained by the sustainer in the degree, f or applicants to the call for new revenues, and the number of years of service f

or sustaining a Call for Teachers in Service. Third criterion: The annex setting out the relevant state. How will know the results The conveners of this National Competition will publis h the results by state, with folio number and type of review at the website www. concursonacionalalianza.org on Sunday August 23, 2009 The organizers handed to e ach entity federation and the Federal Aviation Administration Federal District E ducational Services listings of all applicants as the education system and job t ype, sorted from highest to lowest score. For the case of states that apply addi tional assessments in Annex of the State concerned, the results are considered p reliminary and folio number of points obtained by sustaining to be submitted, wh ere appropriate, to the additional assessments in Annex corresponding state.€Onc e completed additional assessments mentioned in the annexes of corresponding sta tes, the final results are published on the Web www.concursonacionalalianza.org 21 22 Í GU NT ANT AP AR AELSUSTE EDELEXAMENN ION AL DECONOCIMIENTOSYH AB AC AD ILID Ap rima ESDOCENT EN P AR AR IA What use can give the results Once the rating process, you can view your examina tion results, with the federal folio that was assigned at the time of registrati on, the Web page www.concursonacionalalianza.org These results will be useful to know the specific issues that you did not present any problem and that needs to be strengthened. The following images are a sample of the information presented in the previous cycle. Finally, we put their hands on this guide, hoping to be an important support for the National Competition process teaching vacancies 200 9-2010 Allocation success! 22 of 22